Assignment 3-Multiple Intelligences

After taking the Multiple Intelligence Inventory, I scored the highest in the

following four areas: interpersonal (40), naturalistic (39), intrapersonal (38), and

visual/spatial (38). It is no surprise to me that I scored the highest as an interpersonal

learner since I am comfortable being around others and enjoy communicating with my

family and friends. I make an effort to place myself in someone else’s shoes to better

understand where they are coming from. And I have no problem sharing my ideas or

thoughts with those around me. On the other hand, I never saw myself as a naturalistic

learner. Interesting enough, I like being outside and with animals, planning family

vacations and trips, and benefit from learning about how things work. I also found it

ironic that I am an intrapersonal learner as well. There are times when I need to do things

independently and at my own pace. I also am a visual learner. I need to write things

down and see it on paper in order for it to make sense to me. The area of linguistics was

my lowest score at 26. It has always been a challenge for me to write papers and I dread

reading unless it has a personal connection to me. However, within the past few years, I

noticed that I am reading a little bit more for the joy of simply reading for pleasure. I

love working with numbers, dancing, and listening to music but it doesn’t mean I am

good at it. I scored 32 as a music learner and 31 as a logical/mathematical learner.

I find that Dr. Howard Gardner’s theory of multiple intelligences to be quite

helpful for me as an educator, parent, and adult. It has guided me to evaluate and teach

each student I work with more fairly as well as to create and modify lessons and activities

to fit the needs of every student in the classroom. According to Dr. Thomas Armstrong

(2000), the theory of multiple intelligences also has strong implications for adult learning
and development. I have also been able to reevaluate myself with my decision making

based upon my strengths and weaknesses. Keeping in mind the theory of multiple

intelligences has helped me become a more patient and effective teacher and parent.

According to the California State Standards, the subject of language arts at the

kindergarten level is divided into the following four subcategories: 1) reading, 2) writing,

3) written and oral English language conventions, and 4) listening and speaking

(California Department of Education, 2002). For the purpose of this assignment, I would

like to focus on reading at the kindergarten level, specifically at vocabulary and concept

development. Integrating technology to help kindergarteners to identify and sort

common words in basic categories and describe common objects and events in both

general and specific language (California Department of Education, 2002) is a wonderful

way to reach out to a variety of learners and support the theory of multiple intelligences.

I would include the following technology practices for the 8 different types of learners

that will reinforce vocabulary and concept development:

1) Linguistic Learner: introduce desktop computer that has software games

that emphasizes on vocabulary development (sight words) or use of

smartboard that helps teachers to introduce new words as a whole group

lesson

2) Logical/Mathematical Learner: invest in Leap Frog products that focus

on sorting common words such as colors, foods, shapes, household

items

3) Spatial Learner: incorporate the use of DVD players to show

educational videos supporting vocabulary and concept development

 (e.g., PBS shows such as SUPERWHY) or utilize simple overhead

projector to show slides that support vocabulary development or use

scanners and printers to show new words with pictures

4) Musical Learner: include simple technology tools such as CD

player/radio and microphone to help students sing songs about

vocabulary development (e.g., color and shape songs) or students can

record their own songs that support vocabulary development using

cassette tape recorder or camcorder

5) Bodily/Kinesthetic Learner: include CD player/radio and play

educational CDs that focus on moving body to remember or categorize

new words or use of camcorder to record students acting out simple skit

that emphasizes on vocabulary development

6) Naturalistic Learner: use of digital camera to take photos of objects and

items outside the classroom (e.g., playground, around school campus)

and sort /group photos with common words into different categories

such colors and shapes

7) Interpersonal Learner: use desktop computer with software games that

allow students to work in groups that focus on vocabulary development

8) Intrapersonal Learner: integrate desktop computer for students to

practice writing skills in their own journals that focus on student

inventive spelling or use of language card reader where students can

listen to pre-recorded words, sentences, and phrases, or record their

own voices and play them back

 References

Armstrong, Thomas. (2000). Multiple intelligences. Retrieved from

http://www.thomasarmstrong.com/multiple_intelligences.htm

California Department of Education. (2002). English-language arts content standards for

California public schools kindergarten through grade twelve. Retrieved from
http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf